Renée DePalma Ungaro

Profesora Contratada Doutora

Departamento de Pedagoxía e Didáctica

Faculdade de Ciencias da Educación

Universidade da Coruña

Campus de Elviña, s/n

15071  A Coruña  

España (Spain)

Correo-e:  r.depalma@udc.es

Tel:  981 167000, ext. 4704

   

Materias impartidas

  • Dinámicas de Comunicación e Colaboración na Acción Socioeducativa - Grao en Educación Social
  • Educación Inclusiva e Multicultural - Grao en Educación Infantil
    

Breve biografía (Return to Galizan)

Renée received her PhD in 2003 from the University of Delaware (USA), where she helped to establish La Red Mágica, a community-university collaborative project which aims to promote intercultural relationships between university students and minority children in an urban community center. From 2006-2009 she was Senior Researcher on the UK-based No Outsiders project, an action research project investigating approaches to address lesbian, gay, bisexual and transgender equality in primary schools. She held a Research Fellowship (Isidro Parga Pondal) at the University of Vigo (Spain) from December 2009 to September 2010, and has been a member of the Faculty of Education Sciences at UDC since September 2010. She is also book reviews editor for the journal Power and Education (Symposium Journals).
            Her research and teaching has focused on equalities and social justice in terms of race, ethnicity, language, sexuality and gender. She is mainly interested in the social construction of marginalization within and beyond schools, ways in which success and failure are co-constructed in institutional settings, and the design of counter-hegemonic institutional contexts and classroom practices.

    

 

Algunhas publicacións

DePalma, R., Membiela, P., & Suárez Pazos, M. (2010) Teachers’ memories of disciplinary control strategies from their own school days. British Journal of Sociology of Education 32(1), pp. 75-91.

DePalma, R. (2010). Socially just research for social justice: negotiating consent and safety in a participatory action research project. International Journal of Research & Method in Education 33(3), pp. 215-227.

DePalma, R. (2010). The nature of institutional heteronormativity in primary schools and practice-based responses. Teaching and Teacher Education 26, pp. 1669-1676.

Matusov, E., DePalma, R., & Smith, M. (2010) The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu. Oxford Review of Education 36(4), pp. 463-480.

DePalma, R. (2010). Language use in the two-way classroom: Lessons from a Spanish-English bilingual Kindergarten. Bristol: Multilingual Matters

DePalma, R. (2010). Toward a practice of polyphonic dialogue in multicultural teacher education. Curriculum Inquiry 40(3), pp. 436-453.

DePalma, R., & Jennett, M. (2010). Homophobia, transphobia and culture: Deconstructing heteronormativity in English primary schools. Intercultural Education 21(1), pp. 15–26.

DePalma, R., & Atkinson, E.  (Eds) (2010) Undoing homophobia in primary schools. Stoke on Trent, Trentham.

DePalma, R. (2009). Leaving Alinsu: towards a transformative community of practice. Mind, Culture, and Activity 16(4), pp. 353 - 370.

DePalma, R. (2009). Sexualities equality in all primary schools: a case for not waiting for ideal conditions. In Koschoreck, James W. & Tooms, Autumn A. (Eds.) Sexuality matters: Paradigms and policies for educational leaders. Plymouth, Rowman & Littlefield.

DePalma, R., & Atkinson, E. (2009). ‘No Outsiders’: Moving beyond a discourse of tolerance to challenge heteronormativity in primary schools. British Educational Research Journal 35(6), pp. 837 – 855.

DePalma, R., & Atkinson, E.  (Eds) (2009) Interrogating heteronormativity in primary schools: The work of the No Outsiders Project. Stoke on Trent, Trentham.

DePalma, R., & Atkinson, E. (2009). “Permission to talk about it”: narratives of sexualities equality in the primary classroom. Qualitative Inquiry 15(7), pp. 876-892.

DePalma, R., Matusov, E., & Smith, M. P. (2009) Smuggling authentic learning into the school context: transitioning from an innovative elementary to a conventional high school. Teachers College Record 111 (4), 934–972.

Atkinson, E., & DePalma, R. (2009). Unbelieving the matrix: queering consensual heteronormativity. Gender & Education 21(1), 17-29.

DePalma, R., & Teague, L. (2008) A democratic community of practice: Unpicking all those words. Educational Action Research 16(4) pp. 441-456.

DePalma, R., & Atkinson, E.  (Eds) (2008) Invisible Boundaries: Addressing Sexuality equalities in children’s worlds. Stoke on Trent, Trentham.

Allan, A., Atkinson, E., Brace, E., DePalma, R., & Hemingway, J. (2008). Speaking the unspeakable in forbidden places: addressing lesbian, gay, bisexual and transgender equality in the primary school. Sex Education, 8(3), 315-328

DePalma, R. (2008) When success makes me fail: (De)constructing failure and success in a conventional American classroom. Mind, Culture, and Activity 15(2), 141 – 164.

Atkinson, E. & DePalma, R. (2008) Dangerous spaces: constructing and contesting sexual identities in an online discussion forum. Gender and Education 20(2), 183-194.

DePalma, R. (2008) 'The voice of every Black person'? Bringing authentic minority voices into the multicultural dialogue. Teaching and Teacher Education 24 (3), 767-778.

Atkinson, E. & DePalma, R. (2008) Imagining the homonormative: performative subversion in education for social justice. British Journal of Sociology of Education, 29(1), 25-35.

DePalma, R., & Atkinson, E. (2007). Exploring gender identity; queering heteronormativity. International Journal of Equity and Innovation in Early Childhood, 5(2), 64-82.

Matusov, E., DePalma, R., & Drye, S. (2007) Whose Development? Salvaging the Concept of Development within a Sociocultural Approach to Education. Educational Theory 57(4), 403-421.

DePalma, R. & Atkinson, E. (2007) Strategic embodiment in virtual spaces: Exploring an on-line discussion about sexualities equality in schools Discourse: Studies in the Cultural Politics of Education, 28(4), 499-514.

Reiss, M., Atkinson, E. & DePalma, R. (Eds) (2007) Marginality and Difference in Education and Beyond. Stoke on Trent, Trentham.

DePalma, R. (2007) She went too far: Civility, complaint and dialoguing with the Other. In Reiss, M, Atkinson, E. & DePalma, R. (Eds) Marginality and Difference in Education and Beyond (pp. 121-133). Stoke on Trent, Trentham.

DePalma, R., & Jennett, M. (2007) Deconstructing heteronormativity in primary schools in England: cultural approaches to a cultural phenomenon. In l. van Dijk & B. van Driel (Eds.), Challenging Homophobia: teaching about sexual diversity (pp. 19-32). Stoke on Trent, Trentham

DePalma, R., Santos Rego, M., & Lorenzo Moledo, M. (2006) Not just any direct experience will do: Recasting the multicultural teaching practicum as active, collaborative, and transformative. Intercultural Education 17(4), 327-339.

DePalma, R., & Atkinson, E. (2006) The sound of silence: talking about sexual orientation and schooling. Sex Education 6(4), 333-349.

DePalma, R. (2006) “There wasn’t a conversation going on”: How implicit classroom norms can short-circuit language learning. International Journal of Learning 12 (6), 197-206.

Hayes, R. (2005) Conversation, Negotiation, and the Word as Deed: Linguistic Interaction in a Dual Language Program.  Linguistics and Education 16(1), 93-112.

Hayes, R., & Matusov, E. (2005) Designing for dialogue in place of teacher talk and student silence. Culture and Psychology 11(3), 339-357.

Matusov, E., Hayes, R., & Pluta, M. J. (2005) Using a discussion web to develop an academic community of learners. Education Technology and Society 8(2), 16-39

Hayes, R., & Matusov, E. (2005). From ‘ownership’ to dialogic addressivity: Defining successful digital storytelling projects, Technology, Humanities, Education, Narrative (THEN) Journal 1 (Summer 2005), pp. 25-45.

Matusov, E., St. Julien, J., & Hayes, R. (2005). Building a creole educational community as the goal of multicultural education for preservice teachers. In L.V. Barnes (Ed.), Contemporary teaching and teacher issues (pp. 1-38). Hauppauge, NY: Nova Publishers.

Hayes, R. (2004) Dual Language Pedagogy: Compensating for Asymmetry. Academic Exchange Quarterly 8(3), pp. 41-46.

Matusov, E., & Hayes, R. (2002). Building a community of educators versus effecting conceptual change in individual students: Multicultural education for preservice teachers. In G. Wells & G. Claxton (Eds.) Learning for life in the 21st century: Sociocultural perspectives on the future of education, pp. 239-251. Blackwell Publishers.
             
Matusov, E., & Hayes, R. (2000). Sociocultural critique of Piaget and Vygotsky. In New Ideas in Psychology, 18(2-3): 215-239.